Master Syllabus: MSM 66332

TROYUNIVERSITY
MASTERSYLLABUS
SORRELLCOLLEGE OF BUSINESS

MSM 6610
Leading and Developing High-Performance Teams

TROY UNIVERSITY SCOB MISSION STATEMENT

The Sorrell College of Business (SCOB) prepares a diverse student body, drawn primarily from Alabama and surrounding states, to become successful, ethical and engaged business professionals with the knowledge to compete in the global business environment.

To achieve this our faculty, staff, and administration will:

Provide quality undergraduate and graduate education in global business through high-quality teaching;

Serve the university and engage with business and professional communities in our primary service area through individual involvement and our centers for research and outreach;

Grow and enhance the longstanding “culture of caring” for our traditional, nontraditional, military, and international students; and

Contribute to the creation of knowledge, with a focus on the scholarship of application and integration, and teaching and learning, complemented by basic and discovery scholarship in select disciplines.

TROY UNIVERSITY SCOB VISION STATEMENT

The Sorrell College of Business strives to be a renowned teaching-focused business college graduating GEEKS ready to succeed in business and life.

Prerequisites

BUS 6600 must be taken in the first term.

Description

An in-depth study of the key factors necessary to develop, support, and lead high performance teams. Key factors such as interpersonal dynamics, organizational culture, decision-making, and communication are examined. By reading and discussing cases, theories, as well asmodels, team leadershipand management are examined.Leadership of various types of work teams (includingface to face and virtual settings)are applied to enhance effective performance and team member satisfaction.

Student Learning Outcomes

On completion of the course, the student should be able to:

  1. Diagnose the impact of individual and group behavior on team performance, with emphasis on recognizing common problems associated with this behavior.
  2. Describeleadership skills to deal effectively with team conflict, addressing cultural and global organizational differences.
  3. Apply situationally appropriate team development models and theoretical approaches correctly.
  4. Construct a leadership model/plan to support a high-performing team.
  5. Analyze team problems, sources of conflict, and scenarios, choosing appropriate options to enhance team performance
  6. Evaluate alternatives for assessing team performance.

Purpose

To provide leadership skills that support the design, development, and maintenance of high-performance teams in organizations.

Required Activity

This course must contain a student engagement activity with the community that relates to course content. The activity may include guest speakers, site visits, projects for the community/industry, etc…

Student Engagement:

Instructors in this course will add videos, movies, site visits, guest speakers, service learning projects, or other activities designed to engage students in experiential and active learning activities designed to improve skills and the application of knowledge within the business community.

Approved Texts*

Griffith, B., and Dunham, E. (2015). Working in Teams: Moving From High Potential to High Performance. Thousand Oaks, CA: Sage Publications, Inc.

ISBN 978-1-4522-8630-3 (pbk)

Supplements

Troy Library Guide MSM 6633: A list of readings is available in the Troy Library for MSM 6633, some of which will be required reading in this course. These can be accessed in the Troy Library and through the course..Additional supplemental reading includes but is not limited to:

Castka, P., Bamber, C. J., Sharp, J. M., & Belohoubek, P. (2001). Factors affecting successful

implementation of high performance teams.Team Performance Management,7(7), 123-

134.

Daniel, L. J., & Davis, C. R. (2009). What makes high performance teams excel?Research

Technology Management,52(4), 40-45.

Eggensperger, J. D. (2004). How far is too far? Lessons for business from ultra-high-performing

military teams.Team Performance Management,10(3), 53-59.

Guttman, H. M., & Hawkes, R. S. (2004). New rules for strategic engagement.The Journal of

Business Strategy,25(1), 34-38.

Higgs, M., Plewnia, U., & Ploch, J. (2005). Influence of team composition and task complexity

on team performance.Team Performance Management,11(7), 227-250.

Jenewein, W., & Morhart, F. (2008). Navigating toward team success.Team Performance

Management,14(1), 102-108.

*Most recent edition required unless otherwise specified

The course coordinator for this course is Dr. Diane Bandow ()

REQUIRED MSM program assessments are in this course. Please do not change or alter the assessments in any way; if there are any questions please contact the Course Coordinator. Specific readings, instructions and the grading rubric for the assessment assignment are provided as needed in the Canvas commons.

Program SLOs with assessment component required:

MSM Program SLO 3.2: Students will diagnose communication problems and recommend improvement strategies.

  1. Communication paper, SLO 3.2.1-Developmental Assessment - Written Communication Rubric; specific articles are required; this assignment is a short paper with required readings in communication.

Note: All assessment data must be completed and submitted point final grades are submitted.

MSM Assessment information link:

Leadership Communication Rubric

MSM 6633

Adapted from

Leadership Communication Rubric
Exceeds Expectations / Meets expectations / Does not meet expectations
Assess the Environment /
  • Selects and uses appropriate model to identify communication strengths and areas for development prior to making recommendations
/
  • Selects and uses model before making recommendations; mostly addresses strengths and areas for improvement
/
  • Does not use a model and/or recommends before analyzing; may use model incorrectly; may be mostly incomplete

Situational Analysis /
  • Fully addresses all aspects of the model to correctly and fully address communication strengths and areas for development
/
  • Conducts an analysis that partially identifies most strengths and weaknesses, using a model that is mostly complete
/
  • Does not use a model to address communication strengths and weaknesses and/or may be mostly incomplete or invalid/inappropriate

Approach /
  • Fully addresses all evidence aligned with the situational analysis; identifies the need for employee participation as part of the communication process
/
  • Evidence-based, arising from the situational analysis;
mostly Identifies the need for employee participation /
  • Poorly linked/to the situational analysis; does not include employee participation

Application /
  • Fully addresses specific leadership and employee communication behaviors and includes goals to improve communication
/
  • Mostly identify all key communication issues, may discuss the need to develop goals
/
  • May identify no communication issues; may not demonstrate knowledge of necessary leadership behaviors for effective communication

SLO 3 Goal: Students will diagnose communication problems and recommend improvement strategies.

Instructors: This is a new assessment effective August 2017, instructors should use the case listed in the rubric to establish a baseline for this assessment. This case will be changed for the next academic year. Students need to demonstrate that they understand and know how to apply the model, and recommend best practices based on either the chosen case or their personal experience (if they choose a real-life experience) by using a gap analysis. Instructions for students are provided as a separate document.

Requirements:

  1. Use the case in Chapter 5, Case 5.1, Griffith and Dunham text book (The Apprentice, pp 91-92)
  2. APA formatting throughout; grammar and spelling should be considered as well.
  3. This paper is an applied project which includes theory and models in the text and in the articles.
  4. Use an executive summary instead of an abstract since this is intended for use in an organization.
  5. Basic recommended components would include:
  6. introduction and background
  7. issue/current situation
  8. gap analysis between the model(s) selected and the situation, a discussion of “findings” and resulting recommendations which are supported by literature. The recommendation is to require students to separate the results of the gap analysis or the “findings” from the recommendations because they tend to confuse these two areas
  9. conclusions should be required
  10. A minimum of five academic references (journal articles) required in APA format; websites, limited use of the textbook or other sources may certainly be added but these would be in addition to five journal articles. Limited use of the textbook as a reference is suggested.

The intent of the paper/program assessment is for the student to demonstrate that they can assess the environment and identify an appropriate model, analyze the situation, address the evidence and issues with the model and demonstrate an understanding of how to apply what they learned either in the case or in a real-life situation. This is a required MSM program assessment with a grading rubric, please contact the course coordinator if there are any questions.

Troy University Faculty Handbook(2016): Section 3.9.2.8 [extract] — essential elements of the syllabus (somewhat modified for space):

  1. Course title
  2. Course number + section
  3. Term
  4. Instructor
  5. Prerequisites
  6. Office hours
  7. Class days, times
/
  1. Classroom location
  2. Office location + e-mail address
  3. Office telephone
  4. Course description, objectives
  5. Text(s)
/
  1. Other materials
  2. Grading methods, criterion weights, make-up policy, mid-term grade reports
  3. Procedure, course requirements
/
  1. General supports (Computer Works, writing center)
  2. Daily assignments, holidays, add/drop & open dates, dead day, final exam
/
  1. ADA statement
  2. Electronic device statement
  3. Additional services, statements
  4. Attendance/
    Absence policy
/
  1. Incomplete work policy
  2. Cheating policy
  3. Specialization requirements (certification, licensure, teacher competencies)